Pædagogik som videnskabsfag: Replik til Jens Erik Kristensens fremstilling
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Pædagogik som videnskabsfag : Replik til Jens Erik Kristensens fremstilling. / Christensen, Gerd; Øland, Trine.
In: Nordic Studies in Education, Vol. 43, No. 3, 2023, p. 214-224.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Pædagogik som videnskabsfag
T2 - Replik til Jens Erik Kristensens fremstilling
AU - Christensen, Gerd
AU - Øland, Trine
PY - 2023
Y1 - 2023
N2 - This article seeks to elaborate on some of the understandings of ‘pædagogik’ (pedagogy) that we have observed in Jens Erik Kristensen’s article ‘Pedagogy and/or educational research and educational science’ in Nordic Studies in Education (Kristensen, 2022). In this article, we present several claims in order to argue for and be able to characterize pedagogy as a science: that pedagogy as an object of study involves an institutional perspective, that pedagogy is practiced and thus calls for empirically based and theoretically informed studies of pedagogical practice, and not least that the studies of pedagogy, according to pedagogy as a science, are critical in the sense that they seek to examine the significance of pedagogical practice, question its epistemology and make it possible to think differently.
AB - This article seeks to elaborate on some of the understandings of ‘pædagogik’ (pedagogy) that we have observed in Jens Erik Kristensen’s article ‘Pedagogy and/or educational research and educational science’ in Nordic Studies in Education (Kristensen, 2022). In this article, we present several claims in order to argue for and be able to characterize pedagogy as a science: that pedagogy as an object of study involves an institutional perspective, that pedagogy is practiced and thus calls for empirically based and theoretically informed studies of pedagogical practice, and not least that the studies of pedagogy, according to pedagogy as a science, are critical in the sense that they seek to examine the significance of pedagogical practice, question its epistemology and make it possible to think differently.
U2 - 10.23865/nse.v43.4032
DO - 10.23865/nse.v43.4032
M3 - Tidsskriftartikel
VL - 43
SP - 214
EP - 224
JO - Nordic Studies in Education
JF - Nordic Studies in Education
SN - 1891-5914
IS - 3
ER -
ID: 357514874